디자인 프로세스에서 영상 기반 스토리텔링 기법의 적용과 교육적 효과 - 산업디자인학과 프로젝트 수업 중심으로 -

Background Recent trends in the design field have shifted beyond function-oriented approaches toward integrating user experience (UX) and emotional value, emphasizing the importance of storytelling as a means to convey the meaning and context of a product. With the advancement of digital technology, video-based storytelling has become a key medium for representing rich user experiences. Although the use of digital storytelling is increasing in design education, there remains a lack of systematic research examining the specific roles that student-produced storytelling videos play within the design process and how they contribute educationally.Therefore, this study aims to explore the educational implications and effects of video-based storytelling activities within the design process by analyzing a project-based course offered in an industrial design program. Methods This study examined the educational applicability of video-based storytelling content by investigating a 15-week “Storytelling Design” studio course offered to second-year students in the Industrial Design Department at a three-year college in Seoul during the first semester of 2025 (29 students, team-based projects). The course aimed to enhance students’ understanding of the industrial design process and their video production skills, and was structured into three project phases: ① message development, ② story planning based on user analysis, and ③ video production and editing. The final outcomes were evaluated based on the clarity of design intent, the integration of user experience, and the visual completeness of the produced videos. Result This study analyzed the educational effects of a video-based storytelling course offered to second-year students in an industrial design program. The survey conducted after the 15-week course showed a high overall learning effect, with an average score of 4.72 out of 5. The findings indicate that the course significantly contributed to enhancing students’ video production skills and storytelling competencies. However, several areas for improvement were identified, including differences in team members’ skill levels and insufficient proficiency in video editing. Conclusion This study analyzed the educational effects of video-based storytelling within a project-based course in an industrial design program. The results indicate that video-based storytelling activities were highly effective in deepening students’ understanding of the design process and in structuring their design thinking. The use of narrative techniques also contributed to enhancing creative visual expression and problem-solving abilities, while increasing learners’ engagement and overall satisfaction. However, variations in technical proficiency and challenges related to team collaboration were identified as limitations of the present study and should be taken into consideration in future instructional implementations. Overall, the findings suggest that video-based storytelling may offer a pedagogically meaningful approach for integrating user-centered value communication with visual expression competencies in industrial design education.